Perspectiva teórica sobre el Aprendizaje Basado en Proyectos y las herramientas tecnológicas en la enseñanza y el aprendizaje de las ciencias experimentales

Abstract

Abstract: This study analyzes the theoretical contributions of Project-Based Learning (PBL) and technological tools within the teaching and learning processes of the experimental sciences. The approach is qualitative, aimed at interpreting conceptual relationships, pedagogical trends, and contributions identified in the scientific literature. The study design consists of a systematized review, characterized by its documentary and interpretive nature. Methodologies employed include hermeneutic, analytical-synthetic, inductive, and deductive approaches, which facilitate the organization, comparison, and interpretation of the gathered information. Techniques used include bibliographic searching, document analysis, thematic coding, categorization, and interpretive synthesis. The search was conducted using keywords and Boolean operators related to Project-Based Learning, technological tools, and the experimental sciences, across the Scopus, Web of Science, Dialnet, and Google Scholar databases. The review considers peer-reviewed articles published between 2021 and 2026 that focus on secondary and upper-secondary education, while excluding non-scientific documents and studies unrelated to the topic. Whereas digital tools foster autonomy, motivation, and teamwork, PBL promotes inquiry, problem-solving, and the integration of theory and practice.